Changes over the past thirty years have brought access to education for children with special needs. In more recent years, there has been slow but steady
development of inclusive education for children with Down syndrome. With supportive legislation to help schools provide the resources necessary to meet
special educational needs, more children are being educated in their local school settings. Research indicates that appropriate education provided in
inclusive settings offers the best opportunities for children with Down syndrome.

Research findings from studies comparing children who have been educated in special schools and classrooms indicate that it is difficult to provide
optimal learning environments in such schools or classrooms. One particular study done in 2000 compared the achievements of teenagers of similar ability and
family background educated in special schools and mainstream settings. The study showed significant educational benefits for teenagers who had been through
mainstream education with 25-30 hours of additional learning support assistance.

The teenagers who had been fully included in mainstream classes showed gains of more than 2 years in spoken language skills and 3 years in reading and
writing ability on standardised measures. These measurements of 'years' for typically developing children would equate to 4 and 6 year gains for
children with Down syndrome, as they usually progress at about 5 months per year in these measures. In addition, there were gains in maths skills, general
knowledge and social independence. There were no differences in personal independence or social contacts out of school between the teenagers educated in
special and mainstream classes, and a tendency for the mainstream students to have better behavior. This study is described in full in "A comparison of
mainstream and special education for teenagers with Down syndrome: implications for parents and teachers", by Sue Buckley, Gillian Bird, Ben Sacks and
Tamsin Archer, published in Down Syndrome News and Update.[1]

Implications of the research on inclusive education

Speech and language gains

Children with Down syndrome who are educated in their mainstream school settings with appropriate support show significant language gains over time, in
both structure and clarity. The importance of speech and language development for cognitive and social development can not be overemphasized. Words and
sentences are the building blocks for mental development - we think, reason and remember using spoken language. Words provide the main source of knowledge
about the world. Speech and language skills influence all aspects of social and emotional development - the ability to negotiate the social world and to make
friends, share worries and experiences and be part of the family and community.

Access to the curriculum alongside peers

Full inclusion in the curriculum leads to much better literacy and numeracy skills, and general knowledge. The level of supported literacy experience
across the curriculum also provides important support for spoken language development.

Optimal learning environment

Children with Down syndrome need to learn with their non-disabled peers with the necessary individual support to make this successful. Research indicates
that it is difficult to provide a maximally effective learning environment in a special education classroom. Children learn from their peers so watching and
participating in the curriculum alongside their typically developing peer group will provide learning opportunities throughout the day. Expectations in the
classroom are higher in mainstream schools. The classroom curriculum is set for the mainstream children and their learning provides role models for literacy
and language for the child with Down syndrome.

Friendships

Parents and teachers need to do more to ensure that friendships with non-disabled peers carry on outside of school. An improvement in understanding and
support for teenagers and adults with Down syndrome in their homes, workplaces, shops and leisure activities could be one of many positive results from
inclusion.

Children with Down syndrome in mainstream schools also need more opportunities to socialise with a peer group of children with similar levels of
intellectual disability. This can be achieved by ensuring that children with Down syndrome have friends with similar disabilities in or outside of
school.

Supporting inclusion

Although children with Down syndrome have additional educational needs, they also have many of the same needs as the other non-disabled pupils of their
age. They will make the most rapid progress if they are fully socially included and accepted, benefiting from age appropriate role models and from the
benefits of feeling that they are part of the ordinary community. This social acceptance will have a profound effect on self-confidence, self-identity and
self-esteem - if the whole school community is one that is caring and supportive to all its members.

For achieving successful inclusion in school, the most important predictor of success is staff attitude. The staff must feel positive about inclusion and
believe that the child should be in their school.

Whole school responsibilities include:

valuing diversity

the importance of positive attitudes and setting the framework for inclusion - understanding why the pupil is in your school, your class, and how the
pupil will progress through school

organising management responsibilities for planning and support systems, including making resources

proactive involvement of parents, carers, and services

positive approach to problem-solving.

Planning for the individual child:

learn about the specific profile and effective interventions for pupils with Down syndrome

learn about the pupil's understanding, skills and strengths

learn about the times and situations in the school day that are more difficult to manage successfully - for the pupil, peers and staff

use the pupil's strengths to support successful learning and development e.g. social strengths, learning with peers

adapt and plan, as necessary, for the individual - using the curriculum for age peers as your starting point

be flexible, but also cautious about interventions that do not have a clear rationale/evidence

good social learners; learning from peers through observation and imitation.

Promoting effective learning skills:

meaningful activities based on pupil's experience

visual resources and approaches to aid comprehension of abstract concepts and task demands

new activities based on existing skills

small steps with opportunities for practice

applying skills in different contexts, situations.

Differentiation and individualised learning:

IEP targets - specific outcomes for the child across different curriculum areas over a short period of time

Some learning may take place in a 1:1 setting - all children could benefit from some 1:1 time.

(Note that too much individualised learning can reduce exposure to age-appropriate models of behavior/language and opportunities for student-student
interaction. It can lead to social exclusion and the pupil feeling 'different' from the class. It is also very demanding for the pupil and the
assistant to work 1:1 for long periods.)

Inclusion will work differently for each school and for each individual child. What works for one may not work for another. A flexible approach needs to
be adopted so that successes can be celebrated and changes can be made for those areas where the outcomes were less favourable. As with most things, we can
all learn from each others' experiences.

If we wish to make a difference to the life experiences of children and adults with disabilities, all children need to grow and learn together.
Neighbours, friends and workmates of adults with disabilities will then have the opportunity to value the person first, to realise that everyone has
strengths and weaknesses and that everyone has a contribution to make to a caring society. Developing caring, inclusive communities improves the quality of
life of all members of the community.

Reference

1. Buckley, S., Bird, G., Sacks B. and Archer T. (2002). A comparison of mainstream and special education for teenagers with Down syndrome: Implications
for parents and teachers. Down Syndrome News and Update, 2(2), 46-54. https://library.down-syndrome.org/updates.166

Recommended reading

Education for individuals with Down syndrome - An overview (2000). Sue Buckley and Gillian Bird. Down Syndrome Issues and Information, The Down
Syndrome Educational Trust. http://store.dseenterprises.org/information

Accessing the curriculum - Strategies for differentiation for pupils with Down syndrome (2000). Gillian Bird, Sandy Alton and Cecilie Mackinnon.
Down Syndrome Issues and Information, Down Syndrome Education International. http://store.dseenterprises.org/information

Inclusion and how to do it: Meeting SEN in Primary Classrooms (includes CD) (2004). Sue Briggs. David Fulton Publishers.

Inclusion and how to do it: Meeting SEN in Secondary Classrooms (includes CD) (2004). Sue Briggs. David Fulton Publishers.

First Steps in Inclusion, a handbook for parents, teachers, governors and LEAs (2002). Stephanie Lorenz. David Fulton Publishers.

Index for inclusion - developing learning, participation and play in early years and childcare (2004). Tony Booth and Mel Ainscow. Center of
Studies on Inclusive Education.

A comparison of mainstream and special education for teenagers with Down syndrome: Implications for parents and teachers (2002). Sue Buckley, Gillian
Bird, Ben Sacks and Tamsin Archer. Down Syndrome News and Update, 2(2), 46-54. https://library.down-syndrome.org/updates.166

Additional information

• www.dseinternational.org

• Address enquiries to: enquiries@dseinternational.org

• All Down Syndrome Issues and Information books are obtainable from The Down Syndrome Educational Trust. Please visit the downsed online shop at
http://store.dseenterprises.org/

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